Holistic Pedagogy: The Self and Quality Willed Learning by Carlo Ricci

By Carlo Ricci

This booklet illuminates what should always be on the middle of strong education and actual studying. Its concentration is on unfastened studying, with an emphasis on early East Asian proposal as a automobile by which studying may possibly emerge. the amount describes studying as supporting the learner turn into extra awake, extra conscious. As such the authors clarify how caliber studying encompasses all studying that's selected by means of the learner. it really is non-judgmental and their inspiration is if studying is finished via selection then direct damage can be mitigated simply because caliber, willed studying is not only in regards to the person, yet comprises others — it truly is group concentrated in addition to self-determined. within the first a part of the amount the authors glance in particular at how caliber willed studying can tell the country and the way it might probably shield the rights of youngsters. the second one half seems at what caliber willed studying can suggest to leaders. within the final half the authors examine what it may possibly suggest for lecturers and at last what it may suggest for the beginners themselves.

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Intuition helps, but is itself an indefinable experience of experience. How would we describe the difference between the flavor of a strawberry and that of a kiwi fruit? Even the extensive and metaphorical vocabulary of wine tasting is only an approximation. We can often tell when a person is educated yet we too often look to grades and degrees and how one was trained in order to determine the degree to which one is educated. H. ” He is the same author who stated or implied racism is much more present than most white people think.

All we need to do is to heed William James’s idea, “Act as if what you do makes a difference. ” Many of Ricci’s students share with him that they want to make a difference but they argue that it is 34 3 The Process of Coming to Know up to those in positions of power to make the changes. Instead, we need to understand that it is not up to “them”/stagnant administrators, professors, and teachers but that it is up to each of us to decide how, and if to change. In some cases we may conclude that changing ourselves when we are working within mainstream schools, for instance, is too taxing and that we would rather not.

Within a relatively short period of time after we openly adjust, we will notice we are freed to do the things that are more truly human. With all of this change, we need a learning worldview that understands the implications and can help people learn while living within such a rapidly changing world. Learning to share scarce resources is an aspect of quality, willed learning. Increasing the tendency to allow events to happen rather than make events happen is strengthened by quality learning. Quality learning helps one learn to maximize the use of willpower to generate what the Berlin Wisdom Paradigm might call, wise behavior.

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